Table 10 shows the scores of the faculty members and students for the CFTIndex and its nine subscales. Those with higher scores on Openness and who creativity-related experiences were more likely to espouse creativity fostering teaching styles. Fostering student creativity through teacher behaviors The Creative Classroom Environment - JSTOR It is a truism that teachers play a critical role in the development of student creativity. Besides, parenting educators could benefit by including creativity fostering parental behaviour as part of their programmes by following the nine principles propounded by Cropley (Citation1997) and modify the CFTIndex as both research tool and instructional material. The teachers were observed for their classroom teaching. Hong Kong (Forrester & Hui, Citation2007). The average age of the teachers was 36.8 (SD=3.7). However, the authors also followed the original approach by factor-analysing the sets of five items of each subscale. Factor analysis with Varimax rotation was run on the set of five items for each subscale separately with the intention that each set of items forms a subscale to measure the construct (i.e. The teacher must also be wary of the language they use. Drexel University, 3141 Chestnut Street, Philadelphia, PA 19104, 215.895.2000, All Rights Reserved, Admission Process and Support for Students, Freddie Reisman Center for Translational Research in Creativity and Motivation. Cropleys principle) relatively independent of the other subscales. plying that it could be taught and learned. Seen from this perspective, creativity is a behavioral trait which teachers are expected to promote or foster in the students. The original six-point scales were used but reported as the averages of five items for each subscale. Theres no single recipe for developing creativity in students, but there are some simple things you can do to make your classroom a little more creative. In short, teachers are in a strategic position to foster creativity of their students, if the teachers are able to and in a habit of demonstrating creativity fostering behaviour in the day-to-day interaction with their students. The purpose of Belio and Urtuzuasteguls (Citation2013) study was to determine the opinion of the faculty members regarding their creativity fostering behaviour.
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